Unit Lesson Plan

Standards that bridge the entire unit:

Numbers and Operations in Base Ten – 3.NBT #2: Fluently add and subtract within
1,000 using strategies and algorithms based on place value, properties of operations,
and/or the relationship between addition and subtraction.

Unit BIG Idea (stated in student-friendly terms; explain why/connections to life):

We can add and subtract large numbers under 1,000. We can do this even when we
need to regroup. We can use these skills even when solving word problems.

Assessment plan

Pre-assessment (prior knowledge, background, preparedness):

● Flashcard assessment (Groups of 1 or 2): This is more of a dynamic assessment.

If the students are doing well they will move on to the harder math problems if they are
struggling we will administer more of the same level problems to try and understand
what the break down is.
● All about me Sheet (Whole Group)

Formative assessment during instruction:

● Worksheets increasing in difficulty throughout the unit

Post-assessment:

● Test of problems from pre-assessment

Quick Overview
Lesson 1
Focus/topic: Regrouping
Addition instruction and
practice/ Finish assessment
Objective:
Students will be able to add a
3 digit and a 2 or 3 digit
number together
independently.
Lesson 2
Focus/topic: Practical
application of regrouping.
Objective:
Students will be able to use
regrouping in the practical
application of money usage.
Lesson 3
Focus/topic:
Introduce/Practice
Regrouping in subtraction
Objective:
Students will be able to
subtract a 2 or 3 digit number
from a 3 digit number with
regrouping.
Lesson 1 – Topic: Basic Regrouping
Objectives:

Students will be able to add a 3 digit and a 2 or 3 digit number together independently.

Assessment plans/check for understanding:

A worksheet, Dice game

Introduction/Anticipatory set (why)/hook:

Mystery Math Problem: We will write a mystery math problem on the board. Each student will
be given a square of paper or a sticky note. They will be asked to complete the math problem
from the board. After getting time to work on the problem they will then be told that what we
are learning today will help them make sure they have the right answer.

Instructional content/strategies:

Station Teaching
Modeling

Teach/Model: (Sabrina)

We will have 3 different worksheets of varying levels of difficulty. We will use the whiteboard
to model how to do basic addition regrouping with 2 two-digit numbers for the group of the
lowest level (Halle, Gwen, Kahlan). For the second (Cal, Aaron, Rebecca) and third groups
(Abigayle, Grayson, Cameron), we will have a 3 digit number and a 2 digit number. The fourth
group (Torrin, Maddox, Tyler) will have 2 three-digit numbers and we will start discussing
subtraction with a few basic regrouping problems.

Finishing Assessments with Emily

We will pull the remaining 4-6 students to finish assessments when they are not meeting with
Ms. Sabrina. This will be done through the flashcard assessment.

Independent practice: (Group work)

We will have the students work together to practice adding with regrouping. They will do this
using the dice game. We will instruct the students that in their group they will be rolling dice
to select numbers. Each student will roll a dice or pair of dice to determine the place value
number. They will then write it on paper and pass the dice to the next person for the next
place value. They will repeat this until they have two 3-digit numbers. Then the students will
practice adding these numbers together and compare their answers. If they disagree they
will be encouraged to talk through how they got their answers.
Closure:
Answer to mystery math problem/Show how to get the answer.
Co-teaching Strategies (specified above or here):

Station Teaching: Sabrina will be teaching a group of 3 students, while Emily assesses the
remaining students in groups of 1 or 2). The remaining students will be working undirected by
a teacher on the math game (in groups of 3).

Differentiation (specified above or here):

We will be differentiating the complexity of the worksheets. Our higher-performing students
will also be given a second dice for the dice game.

Our top group of Torrin, Maddox, and Tyler will be given two dice for the dice game as well as
the opportunity to work on more complex problems for their time with Ms. White. All three
have already been assessed.

We will have Kahlan assessed first so that we can hopefully limit the stress caused by the
assessment. We also have planned for her to work with one of the other students that she
seemed to turn to for support during her anxiety attack.

We will also have Halle be working on more basic place value understanding and regrouping
skills, as she struggled with most of the regrouping practice during the pre-assessment.

Materials needed:
Worksheet
Base 10 blocks
Pencils (for each child)
Flashcards
4-6 Dice
Paper (for dice game)
Paper squares (for the mystery question)
Lesson 2 – Topic: Subtraction

Objectives:
Students will be able to subtract a 2 or 3 digit number from a 3 digit number with
regrouping.

Assessment plans/check for understanding:

Introduction/Anticipatory set (why)/hook:

Have the students work together in groups to solve 2-3 math word problems/puzzles.
They will be in preassigned groups to work on the puzzles.

Instructional content/strategies

One teach, one assist.

Teach/Model

One teacher (Miss White) will teach the students how to read word problems that
have multiple parts to them. We will ask the students what they think their first step in
solving multi-step problems should be. After giving them all some time to think, we will
have them share with their two group members.

Guided practice
Miss White will have the students help her teach the class how to do an example
problem so that the other students can see a strategy that their peers are using to
help them solve these types of problems.

Independent practice
The students will work on certain problems on this worksheet on their own in their
preassigned teams. Group 1 (Halle, Gwen, Kahlan) and group 2 (Cal, Aaron,
Rebecca) will work on some addition with regrouping word problems. Groups 3
(Abigayle, Grayson, Cameron) and group 4 (Torrin, Maddox, Tyler) will work on the
subtraction word problems that will be more of a challenge for them.

https://math-salamanders.s3-us-west-1.amazonaws.com/Math-Problems/3rd-Grade-
Math-Problems/Addition-Subtraction-Word-Problems/3-digit-addition-subtraction-
problems-1b.pdf
https://math-salamanders.s3-us-west-1.amazonaws.com/Math-Problems/3rd-Grade-
Math-Problems/Addition-Subtraction-Word-Problems/3-digit-addition-subtraction-
problems-2b.pdf
Closure

Miss White will go over two questions that students struggled with so that they have
another example of how to do the problems correctly.

Co-teaching Strategies (specified above or here)

One Teach, one assist

Differentiation (specified above or here)

Our top group including Torrin, Maddox, Tyler might need to be more complex so we
have found a worksheet that contains 2 step addition and subtraction problems. We
will give them some addition problems to complete if they are flying through the other
problems.
For Aaron, he will need some guiding help so we will make sure to spend a few
minutes with him specifically as we rotate around the classroom.

This worksheet below will be for the students who finish early or who need more of a
challenge in their work.

https://math-salamanders.s3-us-west-1.amazonaws.com/Math-Problems/3rd-Grade-
Math-Problems/Addition-Subtraction-Word-Problems/2-step-addition-subtraction-
problems-up-to-3-digits-1.pdf

Materials needed
12 copies of worksheet 1b
12 copies of worksheet 2b
Pencils for each student
12 copies of the 2 step addition subtraction problems worksheet.
Lesson 3 – Topic: Word Problem Strategies for
adding and subtraction
Objectives:
Students will be able to use regrouping in word problems that use addition and subtraction.

Assessment plans/check for understanding:

Math Word Problems and Puzzles

Math worksheets from the previous day

Introduction/Anticipatory set (why)/hook:

Have the students work together in groups to solve 2-3 math word problems/puzzles. They
will be in preassigned groups to work on the puzzles.

Instructional content/strategies:
Gradual release of responsibility, one teach one assist

Teach/Model:

One teacher (Ms. Greene) will instruct the class. We will ask the students how they can use
regrouping to solve word problems. Using one of the most commonly missed word problems
from the previous class period, Ms. Greene will give them one example on the board and with
manipulatives. During this time Ms. White will be moving around the group and seeing that
everyone is paying attention, and following along.

Guided practice:

Ms. Greene will have the students help her do another math problem. We will give the
students the opportunity to show the class how to do the next step of the problem. We will
use manipulatives again. If the students feel comfortable after the first problem they can
return to their tables to practice independently. If they do not yet feel comfortable they can do
another practice problem as a pair-share with Ms. Greene. After this problem is done they
will be asked to return to their tables to practice on their own, with their worksheets or
manipulatives. Ms. White will be assisting and monitoring during group instruction but also
assisting students as they start to work on their independent practice. Ms. White may also
pull children to give them additional support to guided practice if needed.

Independent practice:
The students will complete the rest of the worksheets from the last classes’ worksheets.
They will be able to rework problems they got wrong to try to correct them. If they finish early
they will be given the opportunity to work on more challenging math puzzles.

Once all the students are working independently Ms. Greene will also walk around the
classroom to support students as they work. Students will bring Ms. Greene their papers
when they finish so she can look them over and ask questions about their work if needed.

Closure:

Ms. Greene will have the class go over a few of the questions from the assignment and talk
about how we found our answers.

Co-teaching Strategies (specified above or here):

One Teach, One Assist

Differentiation (specified above or here):

When needing to do group work we will use the same groups as in lesson one unless we see
the groups struggling to work together during the first lesson or come to learn that they are
not paired in similar enough groups.
We will keep a close eye on Halle as she is one of the students that work at a slower pace.
We will also keep a close eye on Tyler and Maddox as they will probably finish quickly and
need more to do afterward.

Materials needed:

Math Word Puzzles

12 copies of worksheet 1b
12 copies of worksheet 2b
Pencils for each student
12 copies of the 2 step addition subtraction problems worksheet.
Whiteboard and marker
Pencil
Finish early Math puzzles (A,B,C, and D)

Day 4
Worksheets and assessments:
https://math-salamanders.s3-us-west-1.amazonaws.com/Math-Problems/3rd-Grade-Math-
Problems/Addition-Word-Problems/3-digit-addition-word-problems-2.pdf
https://math-salamanders.s3-us-west-1.amazonaws.com/Math-Problems/3rd-Grade-Math-
Problems/Subtraction-Word-Problems/3-digit-subtraction-word-problems-1b.pdf